Self-educational activity of the teacher of an elementary school and its feature

Now sharply there is a problem of preparation for the further training at the basic school of is non-standard conceiving graduates of an elementary school. Supervision within the limits of our research allow to assume what most successfully bring up the creative pupil creatively working teacher can.

In turn formation creative kompetentnoyosti the adult person, the teacher of an elementary school is most effectively carried out in motivirovannoj and purposeful self-educational activity. The teacher of the elementary school who has realised requirement for formation of creative competence, has an insignificant choice of forms of self-education of which it can take advantage: independent work at the organised improvement of professional skill once in 3 years and constant scientifically-methodical work within the limits of methodical association of teachers at school. Improvement of professional skill during the intercourse period has discrete character and includes studying of the scientific psihologo-pedagogical literature, open employment, the master classes and an exchange of experience. Theoretical, organizational-methodical aspects of self-educational activity and experience of self-education of teachers are shined in A.E.Morona, P.V.KonYodratev, L.A.Obuhovoj, E.I.Ogaryov, V.G.Onushkina, S.P.semiooze, G.S.Suhobskoj's works, etc. [58, 59,64, 91,96]. In works of these scientists self-education is considered as a component of continuous formation, as the active, purposeful, regular, tsennostno-semantic, creative professional work directed on development of modern pedagogical innovations, ideas, methods and the technologies, providing creative professional growth of the teacher. The majority of researchers

Understand self-education of the teacher as activity which is carried out voluntary and copes the teacher for the purpose of the realised perfection of any professional qualities [57, with. 3-9, with. 148]. Realised and motivirovannaja self-educational activity - a link in system of improvement of professional skill of the teacher, providing integrity of this process. The concept "self-education" represents qualitatively new category and is not the simple sum of terms making it. V.A.Slastenin marks mnogoaspektnost the given concept, considers it as continuous process of definition of the place in professional work, comprehension of and the possibilities [115, with. 4-15]. In the interdisciplinary dictionary of terminology self-education is defined as the regular educational activity constructed on independent (out of educational institution walls) studying of any question or a problem with periodic consultations at the expert or without these, as the form of individual creative educational activity of the teacher, motivirovannoj professional requirements and interests, and directed on acquisition necessary kompetentnostej and their constant perfection, and also on development of professionally significant qualities of its person. Self-education is a component of any other form of increase of professional competence and a necessary condition of effective functioning of system of improvement of professional skill [91, with. 148]. The Russian pedagogical encyclopaedia offers following definition of self-education: Self-education - specially

The organised, amateur, regular informative activity directed on achievement defined lichnostno and (or) the socially significant educational purposes: satisfaction

Informative interests, common cultural and professional inquiries and increase of professional qualification.

Is under construction usually on the sample of the systematised forms of training, but it is regulated by the subject [104,
With. 306]. S.P.semiooze considers self-education as the homing informative activity which is carried out by it under own initiative, purposefully, regularly, is consecutive and independent from statement of problems before summarising at each stage [96, with. 105]. Thus, the majority of researchers consider, that polnoyotsennoe development of the person of the teacher occurs in purposeful and motivirovannoj self-educational activity.

Efficiency of self-education depends on development intellektualyonyh abilities, and also from installations of the teacher on educational activity, on it otyonoshenie to knowledge, is equal as from its strong-willed and other personal qualities. In V.A.Slastenina's scientific works it is explained, that efficiency of work of the teacher correlates with successful creative self-educational activity [115, with. 4-15]. Self-education has individual and grupyopovye forms, the last promote formation of skills of joint intellectual activity. Self-education is an acquisition of knowledge by independent employment without the aid of the teacher. Such definition can be found in S.I.Ozhegova's dictionary. [90, with. 148]. A self-education subject is the maintenance of professional work of the teacher. Self-education allows:

- To provide a continuity and sistemnost activity of the trainee on mastering by professional skill;

- As much as possible to consider specific features and informative poyotrebnosti each teacher;

- To solve educational problems without a separation from primary activity.

Self-education has djatelnostnuju a basis. Self-educational activity is sistemoobrazujushchim an element and a link in system of improvement of professional skill of the teacher, provides integrity of this process as motivirovanna and it is carried out osoznanno. The concept "samoyoobrazovanie" represents qualitatively new category, instead of is
The simple sum of terms making it. According to P.K.Schedrovitsky, qualification in activity represents a special superstructure over dejayotelnostju, fixing: ways of the relation to the activity, ways of the organisation of reorganisation of this activity and the form podkljucheyonija this individual activity to difficult systems collective and koopeyorirovannoj activity [140, with. 77-91].

Researchers (K.A.abulhanova, B.G.Ananev, E.J.Girba, E.A.Klimov, A.M.Novikov, SL. Rubinshtejn, V.A.Slastenin, etc.) Mark mnogoaspektnost the given concept, consider it as continuous process of definition of the place in professional work, comprehension of and the possibilities. At the same time, in scientific sources self-educational activity that attracts randomness of its interpretation depending on methodological positions of authors is not given exhaustive treatment of concept. The spent theoretical review of various approaches to concept definition self-educational activity allows us to consider self-educational activity as purposeful process of creative change of the teacher of an elementary school, as a special kind of creative activity, as specific self-organising by the teacher of the personal obrazovatelno-developing space in which it acts as the subject of the professional formation and development and in which there is a maintenance development, acceptance of technologies of modern formation, development of individually-creative professional handwriting, author's pedagogical system. All aspects of the given definition are successfully realised in work of the creative workshop the technology ATELIE became which prototype, received in domestic pedagogics the name French (creative, pedagogical) workshops. The technology of pedagogical workshops allows to solve a problem of personal self-development of the teacher, actual for our research. A creative workshop
It is allocated by us as the organizational form, allowing to make self-educational activity in educational institution system and integral. Within a creative workshop integrating and developing functions of self-education dare kompensatornaja. Depending on the purpose self-education of the teacher within the limits of a creative workshop can proceed at different levels:

- Level kompensatornogo self-education (liquidation of blanks);

- Level of extensive self-education (expansion of a professional knowledge);

- Level of creative self-education (search of new decisions).

JU.A.Savinkov considers, that quality of work of the teacher depends on a choice of methods and forms of training and education, their skilful application and level of self-education of the teacher [107, with. 56].

To forms of self-educational activity of the teacher of an elementary school which are used by us within the limits of a creative workshop, concern:

- kouching (individual training for object in view achievement);

- Studying and the analysis of pedagogical innovations;

- Participation in actions of creative character;

- Research work on a problem of creative development;

- Visiting of training of personal growth;

- Judgement of pedagogical experience (and another's);

- Work with terms;

- The analysis of pedagogical situations;

- Theoretical working out and practical realisation of innovative lessons, out-of-class actions;

- Visiting of lessons of the colleagues for the purpose of studying of pedagogical experience.

In a creative workshop the methods allowing are used
To establish creative interaction at an exchange of experience of the teachers having various qualifying categories. Total and intermediate results of self-educational activity of the teacher of an elementary school are fixed by preparation and a presentation of such creative products, as an essay, an open lesson, performance at conference or a faculty meeting, the working program, a didactic material, the methodical grant, article in scientifically-methodical magazine. Presence of intermediate positive results is a necessary element of vital strategy of the creative person. [119 with. 323]. The reached total results become a starting point for the subsequent creative growth if the teacher worries them as achievement, success [119, with. 329].

Application of modern information technologies allows to make self-educational activity within the limits of creative masterful more flexible and mobile. The Internet gives to the teacher rich possibilities of self-education:

- Expansion of knowledge under the theory and a technique of a modern elementary education;

- Studying of interesting problems on courses of remote training;

- Acquaintance to bank of pedagogical experience;

- Acquaintance with new pedagogical technologies;

- Search in electronic libraries of the modern methodical literature;

- Discussion of questions of a technique of teaching in the course of dialogue with colleagues during work of virtual methodical associations, network pedagogical communities;

- Studying of the psychological materials necessary for self-educational activity.

Self-education napravlenno on creative self-development of the teacher
And activization of its internal personal resources. The purpose of self-education of the teacher of an elementary school is achievement of new level of the creative competence and professional skill. In the course of formation of creative competence there is a formation of the teacher not only as subject of professional work, but also as persons. Divergences between necessity and readiness to carry out and organise creative activity induce the teacher to the next coil of creative self-educational search. A fundamental condition of creative development of the teacher is comprehension of necessity of change by it, transformations of private world, search of new possibilities of creative self-expression to pedagogical activity. Riches, mnogostoronnost and an emotional saturation of pedagogical activity teachers to studying of as induce the professional. In the course of pedagogical dialogue, improvement of professional skill on the basis of establishment of additional vocational training the creative teacher realises professionally significant qualities insufficiently generated at it and puts before itself aim to solve, available problems in self-educational activity. The teacher develops the self-education program in which it defines the purposes, problems, stages and the forms of activity allowing it to reach of desirable results. Development of the person occurs in the course of own vigorous activity which arises only when actions of the person are purposeful and internally motivirovany (T.I.Artemyev, N.V.Bordovsky, A.S.Zapesotsky, V.A.Slastyonin). The main thing the self-education mechanism as purposeful influence on itself is resolution of conflicts between the developed properties, qualities of the person and objective requirements of professional work, the decision of constantly becoming complicated creative problems. (K.A.abulhanova, V.I.Andreev, E.F.Zeer, T.M.Kovalyova, S.L.Rubinshtej, V.D.Shadrikov).

V.I.Andreev and V.A.Slastenin so define the mechanism of development in the course of professional work: development is carried out by the movement defined by force of external regulators, external factors, to the conscious, not directed regulation defined by internal regulators. [116, with. 95]. Such understanding of the mechanism of professional self-development induces us to studying of the pedagogical conditions promoting and interfering formation of creative competence of the teacher of an elementary school that will be made in the following paragraph.

Formation of creative competence of the teacher of an elementary school goes more intensively under condition of connection of practical individual experience with social and professional experience. The important characteristic of self-educational activity is level of motivation and ability to self-knowledge with its mechanisms (identification and a reflexion) which integrally joins in process of self-construction of the person. [77, with. 34].

The Akmeologichesky aspect of development of professionalism of the teacher (movements to "akme") includes professional work perfection, improvement of its result and personal growth of the teacher. Using akmeologichesky the approach, we have considered self-educational activity of the teacher as akmeologicheskuju system.

Self-education of the adult person depends on many factors among which it is possible to allocate the reached educational level, degree of mastering by a trade and professional skill, display of informative and professional interests. In self-educational activity there is an all-around development of the person which consists of intellectual, physical, moral, labour and aesthetic development. Intellectual development provides mastering of knowledge, formation of outlook and belief. Moral development - inculcation to the person positive
The qualities of the person based on knowledge of norms of behaviour. In aesthetic development, as well as in moral, significance to aesthetic education, mastering by knowledge in the field of art and special kinds of art creativity is attached.

Expansion of an intellectual outlook of the teacher of an elementary school in many respects occurs in professional self-educational activity. The developing effect which finds expression in those or other qualities of the person, is shown as rectilinearly, and oposredovanno. In self-educational process communications between intellectual, physical, moral, labour and aesthetic development are established. The establishment of communications between the various parties of development leads to effective results in management of development of the person. In E.I.Stepanovoj's researches it is noticed, that the all-around development of the person occurs not only at initial steps of its formation (in the childhood, an early youth), but also in an adult condition during the maturity periods [124, with. 44-54]. Speaking about individual development of the person, B.G.Ananev notices, that the person is formed at known level of psychological development: Formation of the person as persons is connected with rather high level of psychological development that is a necessary internal condition of this formation [6, with. 108]. Proceeding from problems continuous obrayozovanija adults, B.G.Ananev has drawn a conclusion about successful obuchaemosti vzrosyolyh at observance of certain pedagogical conditions.

Now, leaning against achievements of psychology of training of adults, being based on researches psychophysiological and intellectual development of adults, there is a possibility to make the proved choice of organizational forms, methods and receptions, individual work in the course of self-education. The knowledge got on one of stages of self-education, represents only a basis for their further accumulation. Updating of the knowledge which has become outdated in due course -
One party, another - not less important, - reorganisation of a position of the person, its orientation and orientation. In the course of self-education there are changes in relations of the person to available and got knowledge. Thus, the system of self-education of the teacher of an elementary school is considered by us with the account of age psychology of adults. For a substantiation of such approach to working out of the theory psychophysiological and intellectual development of the adult person in psychology of training of adults of B.G.Ananev specifies in two mechanisms of nervous system: the mechanism of time communications and the mechanism of analyzers. Formation of the person occurs gradually, under the influence of vital circumstances character traits, abilities develop, interests and propensities are shown. Specific features of the adult person in bolshej degrees are individualised, than at the child. They in bolshej degrees vzaimoizmenjajutsja under the influence of formation and practical activities.

Recently in the literature has received a wide circulation the term "socialisation" of the person. It is used in that case when wish to underline the socio-historical nature in formation of the person, mastering of public experience by it and experience of a social life, i.e. processes which, in our opinion, influence self-educational activity (A.V.Beljaev, I.S.game, E.S.Kuzmin, B.D.Parygin, etc.).

Considering stages of socialisation of the person, JA.I.Gilinsky allocates early socialisation, socialisation of the period of training, a stage of end of life cycle. Stages are allocated with it depending on that kind of activity which the person [39 is the leader during this or that period of a life, with. 44-51]. Such approach to a problem of socialisation of the person with allocation of stages depending on a leading kind of activity is enough rasyoprostranennym in sociology and in children's psychology, it is of interest for us in connection with a problem of self-education of the teacher of an elementary school.

The social maturity is the period of active labour activity cheloyo
Centuries when there is a formation of the person as the subject of activity and display of its creative possibilities. Creative activity differs purposefulness on performance non-standard pedagogical dejatelyonosti. In the course of self-education the teacher enters creative relations with colleagues therefore there is its formation as the subject obshcheyonija and the subject of knowledge. Professional work of the teacher of an elementary school influences formation of specific features poyoznavatelnoj spheres (professional thinking, memory) and, of course, neobyohodimogo creative vision of various pedagogical situations.

The teacher of an elementary school receives an abundance professional informayotsii from different sources of influence: special methodical literatuyoru, the Internet, printing sources, radio, TV. Its one stream postupayoet through organizuemye in the pedagogical purposes channels according to an educational level of groups of people. Other stream of the information arrives to the teacher nayochalnoj schools through mass media, influencing on its self-educational activity. Both streams influence the teacher during all his life and demand pedagogical management of own perception.

Results of studying of formation of creative thinking are of interest for our research during the different age periods of training of adults. The psychological science has a material of experimental studying nauchenija adults. Researches were conducted as on verbal (slovesyonom), and motor (impellent) level. As a result of these researches it was possible to establish, that verbal nauchenie successfully occurs in junosheyoskom, early and maturity middle ages. Decrease in this success nayobljudaetsja, according to foreign authors, at persons of advanced age. According to results of research E.Harke (Germany), mastering lexical kateyogorijami and grammatical structures raises by 30 years. According to B.A.Grekova (Russia), maturity middle age on alteration indicators
Speech stereotype differs the highest efficiency that affects in high reaction of switching and reorganisation formed before communications.

Motor studying occurs other rates and differs the features. Decrease here comes earlier. According to eksperimentalyonym to data of some authors, easing of psychomotor functions are found out by 30-35 years concerning by the period of an average maturity. If to use at motor studying earlier generated skills decrease psihomoyotornyh functions is slowed down [7, with. 34-76]. As V.Bauer (Germany) marks, at motor studying speed of development of skill decreases after 30 years, and accuracy of performance of movements - after 40 years.

It is possible to tell, that intellectual development resources, potential possibilities of intelligence of the adult person are in system preobrazovayony the information, made in the course of training.

Mental functions and intelligence in an early maturity (18-25 years) are exposed to the greatest changes. These changes affect in neravnoyomernosti parities of figurative, logic and effective components myshyolenija, in the ratio properties of attention, short-term and long-term memory.

These years it is possible to explain high level of verbally-logic thinking influence of that loading which tests thinking in the course of training at children's school and in the subsequent steps organised protsesyosa educational activity. Excessive logizatsija educational process, skazyvajuyoshchajasja frequently in underestimation of a role of memory at mastering of knowledge, leads to formation of operational systems of thinking without a sufficient support on memory system. Testifies to it also that a level of development of verbally-logic thinking at age of an early maturity above a memory level of development. Besides, communications between various indicators of development of thinking and memory it is established a little. All it gives the basis to assert, that logic transformations to the considered age period proisyo
Go without a sufficient support for memory. It happens because memory is not enough loaded in the course of educational activity trained, and otyosjuda and complaints of adults to memory impairment with the years. Important not only to understand that the teacher on employment explains, but also to remember a stated material, to keep its maintenance in memory and to be able to reproduce, when it is required. Reproduction allows to check up, how much precisely it was possible to keep in memory that the person has remembered. Memory demands exercises, and for this purpose it should be an attention subject, as teacher, and obuyochajushchegosja.

The basic function of thinking is reduced to processing and transformation of the information received by the person. B.G.Ananev, G.N.Filonov specified in three stages of transformation of the information, first of which is a stage of its accumulation. This accumulation is carried out in the course of storing, sohraneyonija and transfer of the information from short-term memory in the long-term. The second stage of transformation - processing of the information by means of logic operations and conceptual systems (signs, symbols, etc.) . Here dynamism in interrelations of figurative, logic and effective components of thinking is especially important. Primary cogitative processing of the information begins already at the first stage of while translating received information from short-term memory in long-term [6; 7, 131]. As have shown issledoyovanija E.I.Stepanovoj and JA.I.Petrov, memory and thinking, concerning one class of functions of transformation, represent everyone podyostrukturu the intelligence, caused by laws of interfunctional development.

About that memory and thinking concern one class of functions preyoobrazovanija information, data on a parity pokazateyolej thinking and attention developments testify. According to E.I.Stepanovoj and L.N.FoYomenko, attention acts in a role of regulating function in age spayodah not only in a thinking level of development, but also memory. During the recession periods
Level of memory and thinking the attention incurs a role constraining mehayonizma thanks to what there is possible a concentration of reserves for razyovitija memory and thinking during the subsequent age periods of adults.

The third stage of transformation of the information occurs at level tvorcheyoskogo the thinking, differing promotion of hypotheses, search and a choice of possible assumptions, realisation of theoretical positions in practice by means of the materialised means of activity. This stage not only podyogotavlivaetsja two first, but also is impossible without them. Creative myshleyonie, being a difficult product of cerebration of the person, predpoyolagaet presence of the saved up information in the form of knowledge and the life experience, making its basis.

Processes of promotion of hypotheses and construction of programs of decisions, lezhayoshchih at the heart of creative thinking, also are connected with memory. At sopostavyolenii memories as systems of accumulation and preservation of the information with system of construction of programs of the decision it has appeared, that decrease or increase vozyomozhnostej memories affects features of strategy of decisions. ImpulYOsivnyj search and risky decisions are observed at level decrease razyovitija memories. Steadiness between rough, ispolnitelskiyomi and control actions is established only under condition of a high level of development of memory [64, with. 14]. Thus, at all stages formirovayonija creative thinking and on its basis of the creative competence of the teacher of an elementary school, since accumulation and preservation of the information and finishing its transformation, the important role belongs to pedagogical experience.

Optimisation of training of adults is based on laws vzaiyomosvjazej memory and realising functions. The direct relation to it have a dosage of giving of a teaching material (evident and logic), vyyobor organizational forms and training methods. Considered above ekspeyorimentalnye data prove to be true N.J.postaljuk's results, issledoyovavshego features of creative style of activity in pedagogics. As otmeyo
chaet the author, formation of creative activity occurs on the basis of information accumulation more successfully: Activity of memory processes predyoshestvuet activity of realising processes [98, with. 29]. In age perioyodah 26-40 years and over 40 years concerning to second and third makroperioyodam the maturity, stability in the ratio thinking kinds is found out. In comparison with the first macroperiod (18-25 years) here it is observed preobladayonie practical thinking, optimum which points of development prihoyodjatsja for 34 years and 35 years. Practical thinking in an average maturity sostavyoljaet an active component of interfunctional communications that it is possible to explain influence professional and life experience. Susceptibility izmeneniyojam concerns not only practical, but also figurative thinking, that svidetelyostvuet about possible reorganisations in system of intelligence at the expense of figurative and effective components of creative thinking. Obviously, thanks to it also it is provided in these periods of age development successful formirovayonie creative thinking for the account of an establishment of communications between theoretical and a professional knowledge in the conditions of educational activity and zhiznenyonyh situations.

The figurative thinking at the adult person does not lose the value in cerebration. On our data, the figurative thinking during the periods of an average maturity is exposed to the considerable changes shown in liftings and recessions of levels of development. Figurative components serve the royoda as a building material from which in the course of imagination bright images differing by novelty are created. As the figurative thinking at adults not only does not lose the value, but also the interrelation between sensual and logic knowledge, the theory and practice is important komyoponentom in intelligence system, a support on various kinds of presentation obesyopechivaet in educational process. Use of drawings, schemes, diagrammes, seyotevyh schedules at a statement the teacher of a teaching material obespechiyovaet its mastering with the least expense of forces.

In any education systems and self-education of adults uniform loading on intelligence system follows oryoganizovyvat their cerebration so that obespechivayolas. The exercises training all mental functions [2, with are with that end in view necessary. 162-174].

Considering influence of educational activity on intellectual razviyotie the adult person, such concepts, as training and obuchaemost distinguish. Obuchaemost there is a susceptibility trained to means pedagogicheyoskogo influences. It is such susceptibility of the person to means vozdejstyovija in the conditions of educational activity which provides successful ovladeyonie with knowledge, skills. Obuchaemost is at the same time gotovyonost the person to the further training and participation in professional dejayotelnosti. In such understanding obuchaemost can serve as an indicator intelyolektualnogo developments, representing property of development.

Intellectual development of the adult person occurs not only in the course of specially organised training, but also in conditions zhiznedejayotelnosti in wide understanding. Obuchaemost as a susceptibility of the person to all new, having for it value, differs at adults high degree of the selectivity representing result social vozyodejstvy, tested by the person. It is defined by the importance of this or that object for the person, knowledge and the abilities necessary for it for prodvizheyonija in mastering by professional skill. Obviously, it is lawful poyostanovka a question on a susceptibility of the person to various influences during the different periods of a life. As the child during the different age periods shows an unequal susceptibility to influences, and the adult person not buyodet is equally susceptible in days of early, average and late zreloyosti.

What of the age periods of a maturity is senzitivnym, in other words, during what age period the adult person is most susceptible to creative activity? As show the given researches of ways nauyo
chenija at motor and verbal level, and also data about vnutrifunktsio - nalnyh and interfunctional structures of intelligence, higher degree of a susceptibility to creative activity, and it means and obuchaemosti svojyostvenna to the age macroperiods of 18-25 and 26-40 years. In experimental conditions examinees of these macroperiods differed at the decision of problems from those who is more senior 40-years a variety of approaches and variety of variants whereas for the second stereotypic approaches and preservation ustojyochivosti in the approach to the decision are characteristic, that considerably reduces success of the decision. In the decision of non-standard problems in conditions eksperiyomenta it is possible to explain such stereotypes stability in mechanisms of interrelations psihicheyoskih functions. Here finds reflexion the general tendency of intellectual development of adults towards the increasing increase and a strengthening of relations between various mental functions and their properties, integration inyotellektualnoj systems with the years. Factors - age and formation - vyyostupajut in aggregate. They in aggregate define also a susceptibility of the person to external conditions of a life, forms and tutorials, changing otyonoshenie to educational process, to the teaching material maintenance. On osnovayonii uses of a complex of techniques at studying intellectual rabotospoyosobnosti adult aged people from 20 till 100 years, N.B.Mankovsky and S.V.Litovchenko have found out decrease with the years mental activity. According to authors, this decrease has the two-peak character which is taking place in the fifth decade and the second half eighth decade. This decrease speaks them changes in "working capacity" as they speak, korkovyh processes of nervous system during the periods of a late maturity and an old age [124, with. 43-76]. Comparing memory of 30-year-old examinees with memory of persons of 70-90 years, B.A. Of Greeks has paid attention on obshchevozrastnoe decrease in a level of development of memory only in 90 years. All changes observed on protjayozhenii of a maturity, the author explains influence of concomitant factors and projavyoleniem the specific features formed prizhiznenno. OkazaYO
Elk, that mechanical storing, figurative memory decrease faster, than semantic, differing longer period of preservation (70 years and are more senior) [42, s.64-82]. Decrease in plasticity of nervous system affects processes of memory and intellectual working capacity in an old age. These data confirm position that age it not only quantity prozhiyotyh years, but also all set of individually-psychological and age properties, an alloy social and biological, consolidated during all human life.

In creative activity the big role belongs to the certificate sosredotocheyonija which underlies attention, storing, course myslitelnoyogo process. By means of pedagogical receptions it is possible to bring up culture of the concentration, making positive impact on intellectual uspeshyonost or efficiency. The concentration certificate, depends not only from vozdejstyovija, but also on inwardness of a human body, interrelation intellekyotualnogo and metabolic. Power expenditure of an organism in the conditions of stressful situations as spoke B.G.Ananev, make the price intellektuyoalnogo pressure. Intellectual working capacity of the person does not remain poyostojannoj throughout all his life. Potential possibilities intelyolekta during the different periods of a life are shown and found out differently. In the course of time the increasing influence render individually-psychological osoyobennosti on all parties of development of the person. Individual properties, naklayodyvajas on age features, can change a picture age izyomenchivosti psychophysiological functions, processes, intelligence and qualities of the person. From all forms of improvement of professional skill self-education allows to consider specific features of the person.

The creative relation of the person to professional work carried out by it consists not only in application of the abilities shown in success of activity by it, but also in the active relation to deyolu therefore changes are made to activity. Only in it
Case rationalisation and innovative offers are possible from the expert. Thereby it is possible to speak not only about direct dependence spoyosobnostej and activity, but also return when abilities render vlijayonie on activity and cause in it changes.

Favorable conditions for formation of the general and special abilities so necessary for mastering professional masterstyovom, are combinations of the general education and special preparation, svjayozannoj with professional work. In these conditions occurs not only development of abilities, but also display of an active vital position, arise the new stimulus changing motivational sphere of the person.

Display and development of the creative abilities which are based on a certain level of development of psychophysiological functions, is in dependence from when and during what periods of human life there is "nayolozhenie" the second phase the basic for the given trade of psychophysiological function on its first phase (face-to-face progress of its development). Borders "nayolozhenija" specialisation phases on a phase of the general development of functions depends on during what period of a course of life the person starts to get profesyosiju. Individual process of the general and special parties of functions can not coincide with the age. The earlier the person starts to "enter" into a trade, the there will be earlier "imposing" of the second phase in razviyotii psychophysiological function on the first, and it will affect displacement of the bottom borders in skill acquisition. Thus, at teachers nachalyonoj the schools, received an initial pedagogical education in pedagoyogicheskom the school in comparison with the teachers who have received an initial pedagogical education in pedagogical high school or university "spetsiayolizatsija" functions occurs earlier.

Process of specialisation of functions during individual development cheloyoveka is in dependence not only from a level of development of the general properties of these functions and professional work, but also from an establishment of communications between
Various (nonfunctional communications). Hence, two-staging razyovitija mental functions represents the mechanism providing as general, and special development of the person. In development proishoyodit increase of potential possibilities of functions, stabilisation, snizheyonie level, strengthening or easing of non-uniformity of development. As to the age periods the most susceptible to levers are persons from 18 till 25 years. At these age occurs along with fronyotalnym progress of functions and their specialisation. However in the subsequent vozyorastnyh the periods, after 30 years, the second phase of development of functions becomes opyoredeljajushchej in aggregate with indicators of pedagogical experience and profesyosionalnogo skill.

Thus, at formation of creative competence of the teacher of an elementary school the age of the teacher has no essential value, neobhoyodimo to consider personal, psychophysiological features and pedagogiyochesky experience of the teacher; motivation presence on participation in creative samoobrazoyovatelnoj activity; comprehension creative making professionalyonoj competence of the teacher of an elementary school as pedagogical value; readiness for constant replenishment and creative transformation inforyomatsii; ability to a purposeful reflexion of pedagogical experience and creation of necessary pedagogical conditions self-educational dejatelyonosti, corresponding age and to specific features razviyotija the concrete teacher. The researches received in a given part teoreticheyoskie results are considered by us as a metodologo-theoretical basis of working out of criteria and levels sformirovannosti creative kompetentnoyosti teachers of an elementary school in self-educational activity.


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A source: KAZANTSEVA Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Voronezh - 2013. 2013

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